1. Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers... .....a. promote, support, and model creative and innovative thinking and inventiveness .....b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources .....c. promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes .....d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
2. Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers...
.....a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
.....b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become
active participants in setting their own educational goals, managing their own learning, and assessing their own progress
.....c. customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using
digital tools and resources
.....d. provide students with multiple and varied formative and summative assessments aligned with content and technology
standards and use resulting data to inform learning and teaching
3. Model Digital-Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers...
.....a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations
.....c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats
.....d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning
4. Promote and Model Digital Citizenship and Responsibility
Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers...
.....a. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright,
intellectual property, and the appropriate documentation of sources
.....b. address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools and resources
.....c. promote and model digital etiquette and responsible social interactions related to the use of technology and information
.....d. develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools
5. Engage in Professional Growth and Leadership
Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers...
.....b. exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community
building, and developing the leadership and technology skills of others
Website Evaluation Checklist Samples
.....Kathy Shrock's website evaluation was the best one I found because it was specifically broken down into levels. Unfortunately, she has her copyright protection stating that it can only be linked to, not reposted or reworked in anyway. Her form can be found here http://school.discoveryeducation.com/schrockguide/evalelem.html
.....Berkeley has a good evaluation, though it is designed for older students.
.....This is an evaluation form I created on Google Docs which can be used by older elementary students while learning about website validity.
Website Evaluation Reflection
.....I rather enjoyed this assignment! Sites like BanDHMO are a great way to help students understand about site validity. I knew right away because it bugged my OCD brain that someone had the ignorance to use the wrong chemical formula: DiHydrogen would not be DH, it would be H2; and Monoxide wouldn't be MO, it would be O. Yup - let's ban the dreaded WATER! When I read through the information knowing what it really was I could see how it was twisted. They made the links look valid, especially because their links for additional sources included well-known and respected news sites. However, none of those news sites had any information on this "dangerous" chemical. If I were a student doing research on toxins, I can easily see how they would be fooled. It is a pleasant site aesthetically and the information is brief - two things which would appeal to kids. As a librarian, something else I usually look for is the copyright date. This is the first time I had ever seen "1995-2XXX" used - creative, I must say. How would a young student look at that? I'm guessing they would either put 2000 or 2011.
.....I have another site I like using with the kids to make a point about website validity All About Explorers. This site takes a topic kids are familiar with and totally fictionalizes the information. Most kids just copy the requested information without even comprehending that the death date is before the birth date, or that Columbus used a toll-free phone number. The light bulbs finally, SLOWLY, turn on when I ask them to compare the information with that found in any other site they can find talking about explorers. I like this site also because it has a teacher section and WebQuests. It is a great all around tool.
.....The only real time I got hit with this myself was my first experience with a hoax email, years ago. It taught me a valuable lesson because it had to do with a computer virus and I sent it on to our tech department. Well, didn't I feel dumb! Now I check everything before sending it on - that experience taught me a valuable lesson about checking sources. I like the idea of using an evaluation checklist, but using it would require kids old enough to think that way (I think we are lacking that on the whole these days) and enough time in the computer labs to sit and think about what they are looking at.
3/14/11
Website Evaluation
| NETS-T Standards for Website Evaluations | Website Evaluation Checklist Samples | DiHydrogen Monoxide Site Evaluation | My Website Evaluation | Website Evaluation Reflection
NETS-T Standards for Website Evaluations
1. Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers........a. promote, support, and model creative and innovative thinking and inventiveness
.....b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources
.....c. promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
.....d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
2. Design and Develop Digital-Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers........a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
.....b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become
active participants in setting their own educational goals, managing their own learning, and assessing their own progress
.....c. customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using
digital tools and resources
.....d. provide students with multiple and varied formative and summative assessments aligned with content and technology
standards and use resulting data to inform learning and teaching
3. Model Digital-Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers........a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations
.....c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats
.....d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning
4. Promote and Model Digital Citizenship and Responsibility
Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers........a. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright,
intellectual property, and the appropriate documentation of sources
.....b. address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools and resources
.....c. promote and model digital etiquette and responsible social interactions related to the use of technology and information
.....d. develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools
5. Engage in Professional Growth and Leadership
Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers........b. exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community
building, and developing the leadership and technology skills of others
Website Evaluation Checklist Samples
.....Kathy Shrock's website evaluation was the best one I found because it was specifically broken down into levels. Unfortunately, she has her copyright protection stating that it can only be linked to, not reposted or reworked in anyway. Her form can be found here http://school.discoveryeducation.com/schrockguide/evalelem.html.....Berkeley has a good evaluation, though it is designed for older students.
DiHydrogen Monoxide Site Evaluation
My Website Evaluation
.....This is an evaluation form I created on Google Docs which can be used by older elementary students while learning about website validity.Website Evaluation Reflection
.....I rather enjoyed this assignment! Sites like BanDHMO are a great way to help students understand about site validity. I knew right away because it bugged my OCD brain that someone had the ignorance to use the wrong chemical formula: DiHydrogen would not be DH, it would be H2; and Monoxide wouldn't be MO, it would be O. Yup - let's ban the dreaded WATER! When I read through the information knowing what it really was I could see how it was twisted. They made the links look valid, especially because their links for additional sources included well-known and respected news sites. However, none of those news sites had any information on this "dangerous" chemical. If I were a student doing research on toxins, I can easily see how they would be fooled. It is a pleasant site aesthetically and the information is brief - two things which would appeal to kids. As a librarian, something else I usually look for is the copyright date. This is the first time I had ever seen "1995-2XXX" used - creative, I must say. How would a young student look at that? I'm guessing they would either put 2000 or 2011.
.....I have another site I like using with the kids to make a point about website validity All About Explorers. This site takes a topic kids are familiar with and totally fictionalizes the information. Most kids just copy the requested information without even comprehending that the death date is before the birth date, or that Columbus used a toll-free phone number. The light bulbs finally, SLOWLY, turn on when I ask them to compare the information with that found in any other site they can find talking about explorers. I like this site also because it has a teacher section and WebQuests. It is a great all around tool.
.....The only real time I got hit with this myself was my first experience with a hoax email, years ago. It taught me a valuable lesson because it had to do with a computer virus and I sent it on to our tech department. Well, didn't I feel dumb! Now I check everything before sending it on - that experience taught me a valuable lesson about checking sources. I like the idea of using an evaluation checklist, but using it would require kids old enough to think that way (I think we are lacking that on the whole these days) and enough time in the computer labs to sit and think about what they are looking at.